Please use this identifier to cite or link to this item:
|Title: ||應用 WebQuest 在國民中學藝術與人文領域學生學習動機與成效之研究：以歌仔戲欣賞教學為例|
|Other Titles: ||The study on learning motivation and effectiveness of applying webquest in art and humanity domain in junior high school: based on the case of Taiwanese opera appreciation instruction|
|Authors: ||吳品萱;Wu, Pin-hsuan|
|Keywords: ||WebQuest;歌仔戲;學習動機;學習成效;WebQuest;Taiwanese Opera;Learning Motivation;Learning Effectiveness|
|Issue Date: ||2010-01-11 00:34:05 (UTC+8)|
This research inquires into not only the learning condition in the process; but also the impact on the learning motivation and effectiveness among junior high school students by the implementation of WebQuest based on the curriculum instruction of Taiwanese opera appreciation.
This study adopts action research which is divided into two stages of implementation. During the first stage, the researcher carries out teaching to ten ninth-grade classrooms for six weeks, and for each class six hours. The main purpose of this stage is to make modification with course designs as required. After the curriculum content is done with revising, the researcher carries on the teaching of second stage. The objects are eighth-grade students which proceeded with the research up to nine section lessons for seven weeks. With methods in the research like observation, interview, and documentation, with substantial evidence of data analysis and discussion, the main findings are as follows:
1.At the learning motivation, most of the students hold positive attitude WebQuest learning method. They think it’s very creative, more interesting than traditional lectures and more challenging. Soon as the mission is accomplished, they also build up a sense of achievement. Hence, because of this kind of learning methods, with concrete targets and directions for students to work on. The above item has prominent effect to promote student''s learning motive.
2.In the aspects of learning effectiveness, the students think collecting data and group work make them have deeper impression about the course contents. Besides, WebQuest learning method can effectively promote the learning effect of those who are in lower level of cognition, or of abstract ideas; but as for those who are in high level of cognition, or for those concrete learning items, it’s not shown that the WebQuest learning methods help to promote learning efficacy.
3.In the process of learning, most students all can earnestly participate in the mission type of WebQuest cooperative learning. When the learning activity is over, most students show that they are highly interested in trying again; only few students considered this kind of learning method troublesome, and don''t want to use it again. And “lack of class discussion” is the biggest difficulty student suffered in the learning process. Most of the students make use of the time after school to accomplish he mission. They spend much time on coordinating the time and place while they have much pressure from schoolwork and limited time.
Finally the suggestions are made according to the result of this research as a reference for future instruction or research.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
All items in 機構典藏 are protected by copyright, with all rights reserved.